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자폐성(정신지체)유아의 감정표현행동 측정모델개발에 관한 연구
정정순 국립특수교육원 2002 특수교육연구 Vol.9 No.2
본 연구는 자폐성 유아의 비언어적 행동 가운데 눈맞춤, 발성, 안면표정, 몸짓에 관하여 나타나는 행동을 보다 구체적, 객관적 그리고 실질적인 측정문항을 통해 교육기관과 부모들이 쉽게 유아들의 상태를 가늠할 수 있도록 구성된 감정표현 행동척도이다. 이 척도는 문항 타당도를 거쳐 교사 평정과의 일치도가 높은 59개 질문문항<부록 1> 가운데 47개 질문문항을 선별하였다. 선별된 47개 문항에 대한 요인분석 결과<표 1>에 따라 요인분석의 적합성 여부 검사<표 2>를 실시하였다. 각 해당 문항과 전체 척도간의 상관계수 결과가 매우 높게 나타났다. 통계지표로 나타낼 수 있는 47개 질문문항을 자폐성 유아 40명과 정신지체유아 40명 등 전체유아 80명에 대해 적용한 결과 전체 신뢰도<표 3>는 r=.99로 나타났다. 감정표현행동 평정척도 하위요인별 신뢰도는 1요인: r= .98<표 4>, 2요인: 4= .98<표 5>, 3요인: r= .96<표 6>, 4요인: r= .97<표 7> 등으로 나타났다. This study provides the behavior criteria of emotional expression which enables educational institutions and parents to see easily the status of children by evaluating the non-linguistic behaviors of autistic children through more concrete, objective and practical questions. 47 questions from 59 questions<Appendix 1> which passed appropriateness test and are highly consistent with the teacher's evaluation were selected as criteria. The examination for appropriateness of factor analysis<Table 2> was conducted according to the result of factor analysis on the selected 47 questions<Table 1>. Correlation was very high between each corresponding question and the overall criteria. The statistical result of the 47 questions applied.
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鄭正順,李貞順,金英子 曉星女子大學 園藝學會 1971 園藝學科誌 Vol.- No.1
1. 무우種子의 大小및 品種的 差異가 初期生育에 어떻게 영향하는지를 알아 보기 爲하여 中國靑皮, 美濃早生, 護호원 品種을 供試하여 播種 15일 後의 葉重, 根徑, 根長 등을 調査 比較하였다. 2. 葉重은 大〉中〉小의 順으로 무거웠으며 相互間에 高度의 有意差를 보였다. 3. 根徑에 있어서도 大〉中〉小의 順으로 컸으나 大와 中사이에는 有意差를 인정할 수 없었고 小와 大, 中사이에는 高度의 有意差가 있었다. 4. 根長은 大種子 일수록 多少 긴 樣相을 보였으나 統計學上有意性이 없었다. 5. 統計學上 品種的 差異는 없었고 어느 品種에서나 種子가 큰것이 生育이 좋았다.
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미술치료교육중재가 청소년의 자아정체감과 진로의사결정에 미치는 영향
정정순,이현정 한국미술치료학회 2006 美術治療硏究 Vol.13 No.3
현재 우리나라 청소년의 교육환경은 청소년 특성을 고려한 교과과정프로그램보다 입시와 관련된 교과과정프로그램으로 구성하고 있다. 이로 인하여 청소년기의 발달 과업 가운데 중요한 자기진로에 관하여 생각해 볼 수 있는 기회가 부족하게 되고, 이는 자신에게 적합한 진로를 선택하는데 문제점 으로 나타났다. 이러한 문제점들을 보완하기 위해 미술치료교육중재가 청소년들의 진로를 선택하는데 영향을 미 치는 자아정체감과 진로의사결정에 어떠한 영향을 미쳤는지 알아보았다. 연구대상은 경기도 소재 K여자고등학교 1학년 학생 24명이었다. 실험집단은 미술치료교육프로그 램을 주2회 8주간 실시하였으며 통제집단은 같은 기간동안 각자 자율학습을 하였다. 이를 위해서 사전-사후검사로 실험집단과 통제집단에 자아정체감과 진로의사결정척도에 의해서 집단 간 차이에 대한 검정을 실시하였다. 연구결과는 실험집단이 통제집단에 비해 통계적으로 유의미하게 증가한 것으로 나타났으며, 상관관 계가 있는 것으로 나타났다. 이는 공교육 안에서 진로의사결정을 위한 기초연구로 활용 할 수 있을 것이다. Nowadays Korean education focuses on the curriculum related with university entrance exam rather than the curriculum regarding characteristics of the adolescence, which causes the lack of opportunities to think of the future path for the youth. It makes the problem for the youth to choose what is suitable to each person for one's future career. In order to com plement this problem, this research is examining how the art therapy education arbitration program affects the development of the youth's self-identification which has an influence on the decision-making for the future path. 24 students who are in the first class in a female high school K in Kyunggi-do are selected for research experiment. On the one hand, the program for art therapy education was adapted to the experimental group two times per week for eight weeks long, on the other hand, to the controlled group the self-regulating studying was given. Before and after the experiment the comparison between two groups was undertaken regarding the self-identification and decision for the future career. The research found that there is a correlation between the art therapy education arbitration program and the development of self-identification and decision-making for the future path. It can be regarded to use practically for a basic research on the selfidentification in the public education. Key Word : Art Therapy Education Program, Adolescence, Self-identification, Decision-making of the Further Path
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정정순 한국문학교육학회 2000 문학교육학 Vol.5 No.-
Romantic poetry in Korea in the 1920s has not been regarded significantly in teaching literature, because the poetry is inferior to other poetries in the viewpoint of literariness. However, we should not forget the importance of the period of early 1920s, in that lots of development in Korean Literature was made during the period. That is because the activities of those poets in the 1920s shows us what the literary imagination is as well as establishes the concept of modern poetry and poet. Therefore, we can find the significance of them in teaching literature. This paper tried to find out a possibility of imagination education from the activities of romantic poets. It is generally accepted that in the history of England-America literatures the Romaticism is closely realted to the work of imagination. Their pursuit of unreal world must be one of the driving forces that enables the fertilization of their imagination. This trend is also found in Korean poets. The propensity of the Korean romantic poems can be summarized as follows. They admired artificial world that is based on denial of the reality, which did not pursue a healthy ideality but addicted to self-pathos. The passionate indulgence in their emotion must have been developed into sentimentalism, which created 'red' or 'violet' artificial space that is difficult to be found in previous Korean poetic history. The importance of their literary activity for literature education is as follows. First, it supplies a important hint to understand the meaning of literary imagination. The literary imagination is intensively associated in the creation of image which is deviated from logical relationship in the reality, which can be realized easily in poem rather than in narrative. It is also important to note that the sentimentalism of teenagers can become a important literary resource. Their vague dissatisfaction with the reality and desire to escape from it have lots of similarity to those of romanticists, which can serve as one of the important motives to enable the fertilization of their imagination. Their poem writing enables us to recognize what literary imagination is and can inspire students to write poetry and to create literary world. One can see that the imagination is utilized in every field. However, it does not work in the same manner. Literary imagination helps us go beyond the real world where reason dominates and experience the world transformed in a creative way through language.
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놀이미술치료가 발달장애유아의 사회적 행동에 미치는 효과
정정순 한국정서학습장애아교육학회 2003 정서ㆍ행동장애연구 Vol.19 No.1
This study analyzes the effect of the play art therapy on the qualitative disability of social behaviour which is a characteristic of a child of developmental disorder. Three young children(3.8∼4.5 years old) with developmental disorder had the intensive training program of the play art therapy 3 times a week for 5 weeks, total 15 times. The rating scale for social behaviour before and after the program and the changes in social behaviors in each period were observed and recorded. The following is the summary of the result. First, according to the evaluation about social behaviors before and after the play art therapy, social behavior with non-verbal and/or verbal behaviors had effect on the degree of social behaviors regardless of frequency of developmental disorder and/or social age. Second, the activity level of the play art therapy appeared quite varied depending on the social age and the degree of developmental disorder of a child. The children with light developmental disorder or older in social age grew more voluntary in participating the play through the repeated play art therapy conducted by the researcher, reducing the involvement of the researcher, while the heavier in developmental disorder and the younger needed more involvement of the researcher. Third, social behaviors of the children with light autism on the autism rating scale and ones with higher mark on social age showed improvement in voluntary participation in social behavior, while going through all the steps(1∼4 step) of the play art therapy program. More involvement of researcher was necessary for the children with heavier autism and lower social age. The effects of the play and art therapy observed in this study are the development of voluntary participation behaviour and the decrease in the attention deficit hyperactive disorder, which are in other words the changes in emotional and social development as well as development in fine motor and cognition. Accordingly, the play and art therapy is considered a therapy to be considered when planning an infant guiding program as an effective one in helping a child with developmental disorder experience the basic relationship which may develop to social behaviour with people.
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